PEDAGOGICAL UNIVERSITY "FIRST SEPTEMBER"

VINOGRADOVA Natalia Fedorovna,
RYDZE Oksana Anatolyevna

“The world" how subject in primary school: features, opportunities, methodological approaches

Course Lecture Plan
Newspaper number	Lecture title
	Lecture 1. The younger student and the world around him: features of interaction. Does a younger student perceive the world in the same way as an adult? What is “integrity of perception”? Does the younger student show interest in nature, history, and culture of his native country? Does the child's personality change under the influence of the surrounding world?
	Lecture 2. Development and education junior student- the purpose of studying the subject "The World Around". Why was the subject "Natural Science" replaced by "The World Around"? What is the contribution of the subject "The World Around" to the development and upbringing of a primary school student? What personality traits develop mainly in the lessons of the surrounding world?
	Lecture 3. What to teach: what knowledge about the world around is relevant for a younger student. What does “actual knowledge” mean? Why should the content of knowledge about the surrounding world be integrated? Under what conditions does knowledge turn into value relationships? Test № 1.
	Lecture 4. The lesson of the "surrounding world": types and structure. Why can't a combined lesson be a priority when studying the world around you? What types of lessons reflect the specifics of the surrounding world as an object of study? Why should play, logical and creative tasks be obligatory structural units of the lesson?
	Lecture 5. When a younger student is active: methods of activation cognitive activities in the lessons of the "world around". Under what conditions for organizing cognitive activity is a junior schoolchild active, initiative, independent and working in the zone of proximal development?
	Lecture 6. What is learning independence and how to develop it? What is the difference between everyday and educational independence? What skills ensure the development of educational independence? Test work number 2.
	Lecture 7. Younger schoolchildren work together: the use of various forms of organizing learning in the lessons of the surrounding world. When does learning become a collective activity? What is the didactic meaning different forms organizing joint activities?
	Lecture 8. Do I need to know the "world around" to mark? Can attitudes and feelings be measured by a mark? How to evaluate knowledge about the world around you? Final work.

Lecture 2.

The development and upbringing of a primary school student is the goal of studying the subject "The World Around"

Round table topic.“Do I need the subject“ The World Around ”in primary school?

Participants: UO methodologist, head teacher, teacher, parent.

Head teacher. The subject "The World Around" to the curriculum primary school included recently, before that the subject "Natural Science" was studied at school. And it seems to me that he was very successful for a younger student. The kids loved this subject.

Teacher. I agree: how many years have children successfully studied natural history! The course "The World Around" is quite complex, contains a significant amount of information from many areas (biology, geography, social science, physics and even chemistry). The child is already overloaded with knowledge of the Russian language and mathematics, but here is such a load: reading, conducting experiments, inventing ... This is beyond the strength of children of this age. And how much suffering this subject gives the teacher! It takes a long time to prepare for each lesson ...

Methodist UO. Let me remind dear colleagues that in the history of the development of primary education there has always been an integrated subject that introduces children to different aspects of the world around them. This was started in the 19th century by K.D. Ushinsky in Rodnoye Slovo, A.Ya. Gerd in "The World of God" and later in the course "Natural Science and Geography", which was studied in the 1920s and included knowledge about the relationship between man and nature.

Parent. I must admit that the amount of knowledge today is really very large. But my youngest daughter, while studying this subject, has a much more solid stock of knowledge about life in society than my eldest, who studied natural history. In my opinion, the subject "The World Around" is extremely necessary for a younger student, since it allows him to navigate in the environment, to accept correct decisions about how to behave in nature, take care of your own health, learn the rules of relationships and the culture of the country.

Methodist UO. This is especially important today, when we have lost the values ​​of Soviet society, and have not yet acquired new ones.

Teacher. But this course is much more difficult than natural history. It is very multifaceted, requiring (first of all from the teacher!) The desire and ability to explore, discover new things. Although, I agree, the results of our work are more obvious.

Parent. You say that the course is difficult, but the difficulties of the learning process (available, of course) are more interesting than their absence. And one more thing: a child already knows a lot of what is being studied. But for some reason, many teachers are still forced to learn everything that is written in the textbook. Is it really that nothing has changed in 20-30 years and our children, like us and our parents, should develop the ability to cram?

Methodist UO. I propose to discuss all these problems:

Why was the subject "Natural Science" replaced by "The World Around"?

What is the contribution of the subject "The World Around" to the development and upbringing of a primary school student?

What personality traits develop mainly in the lessons of the surrounding world?

? Why was the subject "Natural Science" replaced by the subject "The World Around"?

If we look into textbooks on the history of pedagogy and take an interest in curricula and the nomenclature of subjects that are in different historical times studied by schoolchildren primary grades, then we draw attention to the fact that for the first time a course similar to nature studies appeared in the second half of the 18th century. Author of "Inscriptions of Natural History, Published for Public Schools Russian Empire... "(1786) V.F. Zuev offered to acquaint primary school students with inanimate nature("Fossil Kingdom"), plants ("Vegetable Kingdom"), animals ("Animal Kingdom"). The authors of all natural history courses that were studied later, up to the 90s of the nineteenth century (A. Gerd, L. Sevruk, I. Polyansky, D. Kaigorodov, V. Goroshchenko, A. Nizova, Z.A. Klepinina, L. F. Melchakov, A.A. Pleshakov), focused on expanding the knowledge acquired by children. Gradually, more and more new sections were introduced, reflecting the field of natural science: soil, natural communities, the structure of the human body, ecology, etc. The course was based on the idea of ​​the diversity of the kingdoms of nature, the characteristics of their representatives.

It is also interesting to note that from time to time the subject "Natural Science" ("Natural Science") was removed as an independent subject and was replaced by explanatory reading in reading lessons and native language... This was during the time of K.D. Ushinsky and his followers; it was for nearly thirty years between 1937 and 1966. This course of acquaintance with the world could not, of course, solve all educational and educational problems, but had one advantage - the world was studied in a holistic manner.

The study of history has also been included at different historical times in the curricula of primary school students. Thus, the Charter of Gymnasiums and Progymnasiums (1864) provided for the study of an episodic history course in grades 3-4; then (in the 30s) a course on the history of the USSR was introduced. Unfortunately, later acquaintance with history, modern life of society remained within the framework of explanatory reading.

Perhaps, a violation of the principle of conformity with nature of education (children of the younger school age cognize the world in a holistic manner) and became the main reason for the emergence of the subject "The World Around" on the basis of "Natural Science".

No matter how interesting and useful natural science was, it did not solve the problems of social development of the primary school student. It is known that man is not only biological, but also social.

Moreover, a person is born as a biological being, but develops as a social one, as a member of a certain society that exists at a certain time and in a certain space. A person cannot develop outside of society, not a single Mowgli in real life could become a full-fledged person.

The triunity of the surrounding world (nature-man-society) has become the main conceptual idea in the development of a new subject for elementary school "The World Around". First, it was implemented in the author's program "The World Around" by N.F. Vinogradova, and then was reflected in the state standard and curriculum, where from the beginning of the 90s the subject "The World Around" appeared.

Taking into account the peculiarities of modern society and the social side of people's life, the problem of expanding knowledge about the world around them has acquired particular importance. Today, the state and society have set a major task for the school: to educate the higher feelings of the younger generation, to form ideas about the history of our state, to develop value relationships and guidelines.

? What is the contribution of the subject "The World Around" to the development and upbringing of a primary school student?

Let's pay attention to the fact that the availability of knowledge, the assimilation of any information is an essential indicator of development, but not the most important.

Outstanding child psychologist L.S. Vygotsky identified child development as a result of learning that does not coincide with its content, that is, as personality neoplasms that fundamentally distinguish the child at the end of learning from himself at the beginning. These are changes that occur in the psyche (in perception, attention, imagination, thinking, speech and memory), in personal development (in understanding oneself, self-control and self-esteem, managing one's feelings and actions, etc.), in relation to the surrounding world and activities. the child is engaged in, etc.

What are development characteristics, the most important for a primary school student, are formed in the study of the subject "The World Around"?

The ability to apply the knowledge gained, to choose rational way solving educational problems;

the desire to be independent and take initiative in studying the surrounding reality, to find ways of obtaining, systematization, generalization of information;

the ability to carry out educational cooperation, choose a partner in the activity, appropriate ways of working together;

the ability to assess their ignorance, to find the cause of the mistake and the ways to correct it, to determine the need to obtain new knowledge.

One of the main tasks of the subject under consideration is the development general culture schoolboy. The activity of an elementary school teacher is aimed at the formation of elements of ecological culture, the development of moral feelings, as well as a culture of behavior in society.

Since the lessons are based on material that is specific and close to children, they touch their feelings, allow them to compare their experience with what is being acquired, and have their own point of view. For example, in the 2nd grade, children study the rather difficult topic “Russia is your Motherland”. To work with a text that is difficult for a second grader, the textbook offers two emotional supports. The first, the story "What Dad Told About," depicts an emotional situation familiar to almost every child: Dad returns from a business trip and talks with the children about how he missed home. While reading and discussing the text, children can answer the following questions: “Have such stories happened to you? When did you miss home? Do you remember your hometown, street, home when you leave for other places? Why does a person miss home? "

As a result of collective discussion, schoolchildren come to the conclusion: a person gets used to his home, where he is always comfortable and good, where he is expected and missed. Homeland is also native home, therefore, a person cannot live long without his Motherland.

At the same time, the teacher offers another emotional support: schoolchildren consider a reproduction of a painting by I.I. Levitan "Evening Bells". It is especially important to draw the attention of children to the following words: "The poet conveys his love for the Motherland in words, the composer - in melody, and the artist - in paints." This will prepare students to analyze the meaning of I. Shaferan's poem "Red Sun" (p. 52 in the textbook for the 2nd grade)- the poet conveys his feeling of love to native land, nature, homeland.

Of course, it is not easy for a younger student to form a personal attitude to an event, a moral norm. For this, it is necessary to build a system of emotional "help": give examples from the life of children, revive their experience, use visual material, etc.

Let's give an example. In the 4th grade, the topic "From birth to old age" is studied. At one of the lessons, the children are invited to speculate on the topic "Why do old people need your help?" As the first emotional support in the discussion of the topic, the teacher uses the student's life experience. A fourth-grader compares the image of an elderly person from his past experience with the image presented in the text of the textbook. In this case, emotional support is combined with meaningful support: the experience of children is enriched by specific life situations.

The second emotional support is a reproduction of a painting by the remarkable Russian artist V.M. Vasnetsov "From apartment to apartment". By comparing their experience of communicating with the elderly, looking at the picture, the student gets the opportunity to reflect on whether the attitude towards the elderly is normal, which we often observe how we behave ourselves. Perhaps, having discussed with classmates the importance and necessity of attention to the elderly, the student will devote some time to his relatives, say a kind word to the elderly, and provide all possible help on occasion. The third emotional support is the stories of pupils about how they help grandmothers and grandfathers, and a discussion of the situation “Grandma came home”.

Lessons from the World with their correct organization, they make it possible to develop the most important intellectual qualities of the student: the ability to compare, classify, draw conclusions. For example, studying the topic “Your first acquaintance with the stars” in the 2nd grade, the teacher suggests considering two schemes and discussing the following problem: “In ancient times, people, drawing the Universe, placed the Earth in the center - approximately as shown in the first diagram, - and thought that the sun revolves around the earth. Compare the schemes. Which one seems correct to you from the point of view of modern astronomy? " (The second diagram shows a modern view of the structure Solar system.)

As a result of the discussion, the children come to the following conclusion: in ancient times, people had a misconception about the role of the sun in the solar system. This star is the center of the solar system, and the earth revolves around the sun. Thus, a comparison of two different points of view becomes the basis for a correct understanding of connections in the surrounding world.

Among the goals of studying the world around us, one of the most important is the development of social significant qualities personality, value ideas about nature, people, society. It is aimed at achieving it as the content of the course , and all the components of the methodology for acquaintance with nature, society, people, etc. Problem situations are especially important for the formation of a positive attitude towards the world and its cognition.

For example, during a discussion in the 4th grade of problematic questions: “Why did Russian soldiers always burn bridges behind them?” “Why did they say:“ There is nowhere to retreat. Moscow is behind us! ”?”, “What do the words of A.S. Pushkin, said about Kutuzov: “When popular belief voice..." (see tutorial)? "," Why did the words of the song "Get up, the country is huge ..." inspire people to feats? " etc. - higher moral feelings arise in children - patriotism, pride in the heroic history of their native country, admiration for the exploits of our ancestors.

The value positions of a younger student are manifested in his activities - first in educational situations, then in everyday life. The younger student in his statements, comments on his drawings and illustrations of the textbook, in essays, stories-studies, reflects his own understanding of the events of the country, learns to compare his emotional states with the relationships that are expressed in their works by the authors of art canvases, literary works, sculptural compositions, etc. For example, a textbook for the 4th grade contains a number of posters dedicated to the Great Patriotic War. Examining them, fourth-graders pay attention to the visual means used by artists, to how they depict our warriors and enemies-fascists. Thus, the poster "What Hitler Wants and What He Will Get" by means of fine arts actually names a number of reasons why Hitler started a war with The Soviet Union: “Hitler wants to take away the bread from the peasants; wants to give the bourgeois factories; wants to sprinkle the ground with coffins; wants to make the free slaves. "

Of course, at primary school age, the development of the child's reflection is just beginning. In order for the student to learn to evaluate the results of his activities, in order to successfully form his self-esteem and self-control, a special exercise is introduced already in the 1st grade: "Evaluate how you completed the task." The student carefully reads himself (or listens to the teacher) all the answers to the assessment of the assignment:

- quickly, correctly, independently;
- correct, but slowly;
- correctly, but with the help of others;
- fast, but wrong.

Then the student chooses one of the answers, which, from his point of view, corresponds to the process of his activity and the result obtained. Since the student can choose only one answer out of four, this forces him to first analyze all the proposed answer options. The experience of using this and similar exercises shows that by the end of the first year of schooling, children assess their activities fairly objectively, which makes it possible to introduce more differentiated assessments in the next grades.

The process of studying the surrounding world in to a greater extent than all other primary school disciplines, contributes to the development of children's erudition.

When studying the course, students master a fairly large amount of knowledge from different educational areas- natural science, geography, social science, anatomy, etc. This means that the subject "The world around us" is cultural, which forms the culture and erudition of the child. The study of nature, society and man contributes to the moral formation of the individual, the formation of a humane attitude towards all living things. The child learns the rules of behavior, learns to interact with other people, to understand himself, to control his behavior.

For example, in the 2nd grade, during lessons on the topic “Who lives next to you,” children learn the rules of the culture of behavior and attitudes towards people. To get away from edification, formal memorization of the rules, it is necessary to pay more attention to the emotional side of human actions. The conclusion to be made by the students: “Without rules, society cannot exist. Rules help people live without trouble. Compliance with the rules allows you to organize your life. " ( Here's an example from a grade 2 textbook. S. 42–43.)

An important aspect of the personality of a growing child is the upbringing of an ecological culture. Children learn the alphabet of the laws of the life of nature, learn about the interaction of plant and animal organisms, about the need for a careful, diligent and reasonable attitude to natural environment... In the learning process, the experience of assessing human behavior in nature is formed, the skills and abilities of caring for animals, plants, providing them with the necessary assistance both in artificial and in natural environment a habitat. The aesthetic education of primary schoolchildren is based on the imaginative, emotional perception of objects created by nature and man. The variety, brightness, dynamism of objects of the surrounding world affect the stability of emotional impressions, and the relationship between the emotional and the cognitive becomes a condition for the development of aesthetic feelings.

Constantly observing the phenomena of the surrounding world and being in interaction with its objects and objects, the younger student acquires not only a great sensory experience. He develops the ability to analyze, establish connections and dependencies, classify, compare, generalize what is observed, draw conclusions - that is, he learns to be a student.

In the process of getting to know the world around us, it is quite easy to create situations of surprise, question, assumption, foresight, which become the basis for the emergence of a motive for acquiring knowledge, acquire special significance in development logical thinking and coherent speech (speech-reasoning).

Let us now represent the object's goals in the form of a diagram.

Leading goals of the subject "The World Around"

Objectives due to the natural history of the subject:

the formation of systematized knowledge about the diversity of nature and the conditions of its life;

development of a positive attitude towards nature, elements of ecological culture;

the formation of skills of a careful, creative attitude to nature.

Objectives due to the social science content of the subject:

education of the principles of higher moral feelings (attitude to the Motherland, its culture and history), tolerance, etc .;

fostering a culture of behavior and relationships;

development of the ability to empathize, show attention, provide assistance, etc.

Objectives due to the integrated nature of the course content:

the formation of a general culture and erudition of schoolchildren;

development of value relationships to the world around, moral and aesthetic feelings;

awareness of oneself as a part of nature and a member of society.

? What personality traits develop mainly in the lessons of the surrounding world?

If we proceed from the position adopted in didactics that the intended learning goals are the planned result of the didactic process, then the implementation of the above-mentioned leading goals of a primary school student's education will lead to the emergence of “new formations” (LS Vygotsky) of his personality.

These new qualities of the child's personality will help him interact with the world and himself, will become elements of his readiness for such interaction.

Let's highlight the main components of the readiness of a younger student to interact with the outside world.

1. INTELLIGENT PREPAREDNESS- ability to work with information different types, the ability to apply knowledge in non-standard situations, to determine the way of constructing an educational task; own (at the age level) methods of self-acquisition of new knowledge. Intellectual readiness also includes the necessary level of development of cognitive interests, the student's ability to work in search conditions, the ability to put forward and discuss assumptions, and conduct small studies.

2. PERSONAL READINESS- desire and ability to show independence, initiative, purposefulness, volitional effort in overcoming difficulties; the ability to plan and organize their activities, to master the elementary rules of educational cooperation.

3. COMMUNICATIVE READINESS- the ability to use the means of language and speech to receive and transmit information, the ability to participate in educational dialogue, build monologic statements of various types.

4. REFLEXIVE READINESS- the ability to monitor and evaluate their activities, to anticipate the possible consequences of their actions, to find and eliminate the cause of emerging difficulties; self-esteem, the ability to objectively assess their educational achievements and strive to improve them.

5. BUSINESS (activity) readiness- ability to translate practical task in the educational, to design their activities from setting a goal to obtaining a result; the ability to apply an algorithm of actions; ability to work under conditions of choice.

6. CREATIVE READINESS- ability to decide learning task creatively; wish
and the ability to refuse a sample, to achieve originality and novelty of a solution.

7. EMOTIONAL READINESS- a system of educational and cognitive motives (a reasonable desire to learn), an adequate emotional reaction to various learning situations, the ability to use and acquire sensory experience.

From the above, it follows that the characteristics of the readiness of a younger student is indifferent to the content of education, that is, these qualities of a student can be formed in any lesson.

Self-test questions

1. Prove the special importance of the world around you for the social development of the child.

2. What is the attitude of the parents of students in your class to the subject “The World Around”?

3. Describe one of the objectives of the study of the subject.

4. How do you understand the readiness of a younger student for life in the modern world around him?

5. Express your opinion on the question: "Is it necessary to adjust the learning process in connection with changes in the modern social situation?"

1. Vinogradova N.F... Conceptual foundations for building an educational and methodological package "Primary school of the XXI century". - M .: Ventana-Graf, 2005.

2. Vinogradova N.F... Strategy Russian Federation in the development of education for the period up to 2008: priorities of education as a contribution to the socio-economic development of the country // Primary education. – 2005. – № 5.

3. Vinogradova N.F... How to implement student-centered education in primary school? // Elementary School. - 2001. - No. 9.

4. Vinogradova N.F... Education should be developing // Primary education. - 2004. - No. 2.

5. Vinogradova N.F. How to develop reflexive abilities. Primary education. - 2005. - No. 4.

6. Zhurova L.E., Vinogradova N.F.... Educational activity: Program for elementary school // In Sat. "Programs for a four-year elementary school." - M .: Ventana-Graf, 2005.

Richard MEIBE

What tree grew in the Garden of Eden?

Is "Botany" boring? Bored pistils and stamens, dusty herbariums and nondescript museum stands, next to which only enthusiasts stop? Open this book and you will be amazed! And there will be no trace of school boredom.

Together with brilliant natural scientist Richard Maybey, you explore the origins of human civilization and, as you move through the centuries, you will see how vegetable world along with people, he created history, culture and art. This is one of the most entertaining wildlife adventure novels.

You will find the "tree of life" that grew in the Gardens of Eden, unravel the secrets of the eternal youth of the yew trees, take part in the search for the mysterious Amazonian lily, and delve into the secrets of the state emblems. Myths and legends, amusing and curious facts, incredible scientific discoveries and secrets that still excite the minds of scientists. Botany has never been more fun!

Anatoly Zverev

Ecology: observing and studying

This book will acquaint children with living and inanimate nature, show their interaction and influence on each other, explain the phenomena occurring in nature, tell about the representatives of the flora and fauna listed in the Red Book.

The theoretical material is supplemented by practical exercises, observations, experiments carried out during excursions.

"Ecology" is the first step in the system of continuous environmental education for children of preschool and primary school age, it corresponds to author's program"Ecology".

Maria Ponomarenko

"Secrets of Blau's Globe"

In one of the halls of the Historical Museum there is an exhibit that always attracts attention - a brilliant handwritten giant globe in a massive carved frame. It's so big it can fit an adult! It is this globe that will become the starting point of an entertaining geographical journey. The reader will learn the history of the globe itself and its fellows, as well as significant geographical discoveries.

New lands gradually appeared on the maps. Here, on a familiar globe, Europe looks almost like it does now. But the Kamchatka Peninsula and Alaska, Sakhalin Island are absent, and Korea and California are depicted as islands ... Antarctica is not yet there: it is known to be discovered only in the 19th century ...

Globes like ours were made in pairs: heavenly and earthly. Where is our brother - a mystery. But on the surface of ours there are legends, most of of them with dates. This means that you can determine the approximate age of the globe. The latest date in the legend is 1644. It turns out that it could not have been done later. Scientists immediately made a discovery: at that time only one company, Blau, could have such cards. A whole family worked for this Dutch company. More than 70 specialists worked in it on luxurious cards. The maps were then printed on watermarked paper! By the way, have you noticed that something is making noise inside the globe? What? The book will give an exhaustive answer to this question.

Daniel Franklin

The world in 2050

Our world is constantly changing, and in recent decades - faster than ever. The rapid development of technology, the sea of ​​information, its availability - all this affects the state of states and civil society.

What will the world be like by 2050? The book contains an attempt by the experts of the legendary The Economist to answer this question. They identified and investigated major trends that are having a decisive impact on the world in various areas of life - from health care to economics.

They described them in a detailed, accessible language and supported them with a large number of facts, making the book a valuable reference tool.

Lena SCHÖBERG

"Touching facts. Heart"

Swedish woman Lena Schöberg is known in her native country as the author of magical stories. And abroad, on the contrary, her scientific and educational books have become popular: "Hot facts about ice", "Cool facts about eggs" and, finally, "Touching facts. Heart".

Lena has collected the most curious information about the heart.

And these are not only medical facts, such as why we hear heart beats, why it does not get tired, what foods will protect against a heart attack.

A whole chapter is devoted to the hearts of other beings. It turns out that the heart of insects is long and located along the body. In a pigeon, the heart beats at a frequency of 200 beats per minute, and in a hummingbird - 1200! The heart of a blue whale weighs 900 kg. Some crustaceans have no heart at all.

Piotr SOHA, Wojciech Grajkowski

"Bees"

If your child is an entomologist at heart, this edition will be a treasure for him. Everything, everything he wanted to know, under the cover. You can't go past the book. She's huge. She is beautiful and interesting! You will no longer have to puzzle over questions from the most innocent: who is more on earth - bees or people and how these insects lived during the time of dinosaurs, to quite delicate ones: how bees reproduce, who is a drone and why they are expelled from the hive ... The author of the book is a biologist. And he spoke not only about the bees themselves, but also about the ecosystem of which they are a part.

What is the surrounding world? It would seem like a simple question that even a child in first grade can answer. However, it is worth digging a little deeper - and it turns out that in reality everything is much more complicated. And the older and more educated a person is, the more complicated his version of the answer.

The reason for this is the great intellectual leap that humanity has made on the path of its evolution. Many religious movements, schools of thought and scientific theories gave us the opportunity to change the interpretation of the answer to this question at our own discretion. Therefore, let's ourselves try to find out what the world around us is in reality.

Truth in simplicity

To begin with, we will consider this issue, proceeding from the logic of an ordinary person, without delving into the subtle matters of the universe. So, the world around us is the space that surrounds us. And it is at this moment that the first controversial statements appear.

If you figure it out, it is quite difficult to outline the boundaries that separate one space from another. After all, there are no specific standards capable of organizing all this knowledge in the head of billions of people. In this regard, if we ask the usual question about what the world around us is, we will get different answers.

For example, for some it may be the space that surrounds them directly. For others, everything is much more complicated, and by this concept they mean our entire planet or even the Universe.

The world around us: wildlife

However, despite all the variety of answers, there are those that can be distinguished into a separate group. This is due to the fact that, despite minor differences, they still have some similarities leading to a common idea.

In particular, many believe that the world around us is all living things around us. The same forests, fields, rivers and deserts. Animals and plants are also included here, as they are an integral part of this world.

What is the world around us through the eyes of philosophers?

Philosophers and theologians consider this issue more deeply. After all, for them our world is part of a more complex reality. For clarity, let's consider the main features of their views on the current order of things.

According to religion, our reality is a place where people live only part of the path prepared for them. That is, the world around us is just a screen that blocks out a more beautiful place from the eyes - paradise.

As for the philosophers, they are more vague in formulating the answer to this question. Depending on the school, the thinker can define the concept of the surrounding world in different ways. For some it is a material place, for the second it is spiritual, and for the third it is a combination of the two previous ones.

From the first grade, children study the "world around".

Diversity of topics covered, diversity teaching aids different authors have failed to simplify the life of children and parents. And unfortunately, this subject is still one of the most controversial and controversial.

Parents make crafts and experiments, they also create projects, help children draw the ringing of mosquito wings or traditional costumes, and on the Internet there are a huge number of photographs of pages of textbooks ridiculing the current system of studying the world around us:

The globally leading goals of studying the subject "The World Around" are as follows:

• the formation of systematized knowledge about the diversity of nature and the conditions of its life;
• development of a positive attitude towards nature, elements of ecological culture;
• the formation of skills of a careful, creative attitude to nature.
• education of the principles of higher moral feelings (attitude to the Motherland, its culture and history), tolerance, etc .;
• fostering a culture of behavior and relationships;
• development of the ability to empathize, show attention, provide assistance, etc.
• the formation of a general culture and erudition of schoolchildren;
• development of value relationships to the world around, moral and aesthetic feelings;
• awareness of oneself as a part of nature and a member of society.

And the idea seems to be clear: it is necessary to acquaint children with the diversity of the world around them and to give basic knowledge about the sciences, which will be further studied in separate subjects.

But in fact, we have complex, confusing texts, the absence of a single textbook standard. The topics studied in different programs are very different. And most importantly, children cannot complete tasks in workbooks, projects and much more without the help of their parents.

Finding the main idea in the text, highlighting the essence is sometimes difficult even for parents.

At the training "33 techniques effective teaching»We analyzed a paragraph of the surrounding world:

The parents read the text three times before they could get to the point and prepare the Hamburger helper to retell the text.

At the same time, we, adults, have the skill of working with information and can process it several times faster than children. On the go, separating the important from the unimportant, the actual from the "water".

As a result, it turns out that the information presented in the textbooks requires special approach to study.

We decided to help parents and children learn to study the world around them in such a way as to save energy, nerves and time.

Since the study of the world around us is one of the most controversial issues for both parents of schoolchildren and in family education, we have collected all the experience and combined it into training:

"The world. All you need to know "

The training will take place this Sunday, March 4th. The training starts at 10:00 Moscow time. Participation in the live broadcast is free

You will receive ready-made tools for studying the subject, review and analysis of literature and textbooks and answer the question "How to properly study the subject of the world around you with a child"

You will learn:

1. Why do we study the World around us.
2. What problems do children face in learning.
3. How to make learning about the world around you simple, understandable and interesting.
4. On the air, you will fully analyze the world around you in grade 3.

You'll get detailed analysis subject, as well as a universal algorithm, with the help of which, in 1 day, you can make out a textbook for any class in the world around you and prepare your child for successful certification.

In the training materials of the Premium version, you will receive:

1. Recording of the training, which can be viewed at any convenient time
2. Presentations and materials used in the training.
3. Intelligence map of the world around us for grade 3 and 4 (review of textbooks)
4. Intellect map according to the textbooks of the School of Russia program from 1 to 4 grades.
5. Assistants for the study of the subject

The training is conducted by: Renata Kirilina and effective teaching expert Marina Baraboshkina.

In my opinion, the concept of "the world around" is quite multifaceted and everyone presents it differently. As for me, I consider the world that surrounds us interesting and amazing, and I am happy that I live in it.

The world that surrounds us

What is the surrounding world? For one person it will be space that directly surrounds him, and for another - Universe... To put it simple language, this is all that is around us:

• everything that is created by humanity;
• nature;
• inanimate nature.

However, the world is not only amazing, it is more amazing than we can imagine... There is a huge number of animals, phenomena and plants, the existence of which most people do not even suspect.

Amazing in the world around

Madagascar lives completely amazing primate - ae... Due to its slightly strange appearance, the locals are very wary of it. Their beliefs associate this animal with evil spirits and evil spirits... There is a sign that if you meet this animal, then death will inevitably overtake within a year.

One of the most mysterious phenomena - creeping stones discovered at the bottom of a dry lake in the United States. Moving stones without assistance is beyond doubt, but no one saw how this happens - they move once every few years... Scientists suggest that this is possible due to changes in temperature.

Coconut crab It is rightfully considered the largest representative of crustaceans - its length often reaches 35 centimeters. He lives on land, in burrows, where he arranges for himself a soft "feather bed" of coconut leaves.

The most amazing tree on the planet - baobab... The unique ability of this tree is vitality: if you remove the bark, then a new one will grow in the shortest possible time. Barrel thickness often reaches 10 meters, and wood like a sponge absorbs moisture. It is believed that a tree can live for thousands of years, but in fact it is impossible to confirm this - there are no annual rings.

Ant-Panda has absolutely nothing to do with the spotted bear, except appearance... Actually, it's not even an ant, and the German wasp, sometimes called the velvet ant due to the many hairs that cover her body. Like any other wasp, this "ant" may well sting, and the discomfort will persist for several hours.